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Creative-Nonfiction - Curriculum Guide

Curriculum Guide
Course

social science

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Academic year: 2022/2023
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SENIOR HIGH SCHOOL – ACADEMIC TRACK Grade: 11/12 No. of Hours: 80 hours Subject Title : Creative Nonfiction Pre-requisite: Creative Writing (CW/MP)

Subject Description: Focusing on formal elements and writing techniques, including autobiography and blogging, among others, the subject introduces the students to the reading and writing of Creative Nonfiction as a literary form. The subject develops in students skills in reading, and thinking critically and creatively, that will help them to be imaginative readers and writers.

CONTENT CONTENT STANDARD

PERFORMANCE

STANDARD

LEARNING COMPETENCY CODE

Quarter I

A. Introduction to Literary Genres

  1. Understanding Conventions of Traditional Genres a. Fiction b. Poetry c. Drama d. Other forms
  2. Identifying Elements of the different Genres
  3. Using Elements as Techniques to develop Themes

16 hours (4 weeks)

The learner understands the literary conventions that govern the different genres. (e., narrative convention of fiction, etc.)

The learner clearly and coherently uses a chosen element conventionally identified with a genre for a written output

  1. Identify dominant literary conventions of a particular genre HUMSS_CNF11/12-Ia-

  2. Compare and contrast how the elements are used in the different genres HUMSS_CNF11/12-Ia-

  3. Analyze and interpret the theme and techniques used in a particular text HUMSS_CNF11/12-Ia-

  4. Create samples of the different literary elements based on one’s experience (e. metaphor to describe an emotion)

HUMSS_CNF11/12-Ib-d-

  1. Write a draft of a short piece using any of the literary conventions of genre following these pointers: a. Choosing a topic b. Formulating a thesis statement c. Organizing and developing ideas d. Using any literary conventions of a genre e. Ensuring that theme and technique are effectively developed

HUMSS_CNF11/12-Ib-d-

  1. Peer-edit each other’s draft based on a. clarity of idea b. appropriate choice of literary element c. appropriate use of the element d. effective combination of the idea and the chosen literary element

HUMSS_CNF11/12-Ib-d-

  1. Revise the draft of a short piece using any of the literary conventions of a genre (e. plot for narrative piece)

HUMSS_CNF11/12-Ib-d-

SENIOR HIGH SCHOOL – ACADEMIC TRACK CONTENT CONTENT STANDARD

PERFORMANCE

STANDARD

LEARNING COMPETENCY CODE

B. Principles, Elements, Techniques, and Devices of Creative Nonfiction

  1. Using Elements of Creative Nonfiction a. Plot b. Characters c. Characterization d. Point of View e. Angle f. Setting and Atmosphere g. Symbols and Symbolisms h. Irony i. Figures of speech j. Dialogue k. Scene l. Other elements and devices
  2. Developing themes by combining multiple elements

24 hours (6 weeks)

The learner understands the delineation between creative and the nonfictional elements of creative nonfictional text.

The learner clearly and coherently uses multiple elements conventionally identified with a genre for a written output

  1. Do a close reading of creative nonfictional texts HUMSS_CNF11/12-Ie-f-

  2. Identify the fictional elements in the texts HUMSS_CNF11/12-I-e-f-

  3. Analyze and interpret factual/nonfictional aspects in the texts HUMSS_CNF11/12-Ie-f-

  4. Evaluate the relationship of creative and nonfictional elements of the texts HUMSS_CNF11/12-Ie-f-

  5. Write a draft of a short piece using multiple elements conventionally identified with the literary genres following these pointers: a. Choosing a topic b. Formulating a thesis statement c. Organizing and developing ideas d. Using multiple literary conventions of a genre e. Ensuring that theme and technique are effectively developed

HUMSS_CNF11/12-Ig-j-

  1. Peer-edit each other’s draft based on a. clarity of ideas b. appropriate choice of literary elements c. appropriate use of the elements d. effective combination of the ideas and the chosen literary elements

HUMSS_CNF11/12-Ig-j-

  1. revise the draft of a short piece using multiple elements conventionally identified with the literary genres

HUMSS_CNF11/12-Ig-j-

Quarter II

A. Forms and Types of Creative Non fiction a. Understanding various forms and types b. Autobiography/ Biography

The learner understands the distinction between and among creative nonfiction types and forms.

The learner competently delivers an artistic presentation summarizing and analyzing the form, theme and techniques

  1. Explain the relationship of elements and ideas found in the various forms and types of creative nonfictional texts through a close reading

HUMSS_CNF11/12-IIa-

SENIOR HIGH SCHOOL – ACADEMIC TRACK

GLOSSARY

angle – involves the scope and focus in writing about real events

atmosphere – an element of literature that concerns the tone, emotion or mood created by a literary text based on the details of the description and narration

autobiography – a written account of the life of a person written by that person

biography – a detailed description or account of a person’s life

blog – a web log: a website containing short articles called posts that are changed regularly. Some blogs are written by one person containing his/her own opinion,

interests and experiences, while others are written by many different people.

character – a person who is responsible for the thoughts and actions within a story, poem or drama

characterization – a literary element or device that presents a character through description, action, speech or thoughts, directly or indirectly revealed

close analysis – synonymous to close reading. It fosters an advanced understanding and interpretation of a literary passage that is focused primarily on the words

themselves. It looks at details within the text in order to identify larger, overarching themes. Some things to look for are word choice (diction), structure, imagery, syntax, literary devices, context, tone, strange or surprising statements, and rhythms (mostly on poetry).

Creative nonfiction – Also sometimes called literary nonfiction or narrative nonfiction, it is a genre of writing that uses literary styles and techniques to create factually

accurate narratives. Creative nonfiction contrasts with other nonfiction, such as technical writing or journalism, which is also rooted in accurate fact but is not primarily written in service to its craft. As a genre, creative nonfiction is still relatively young, and is only beginning to be scrutinized with the same critical analysis given to fiction and poetry.

critique – a critical discussion or review that describes, summarizes, analyzes, and evaluates the strengths and weaknesses of a work. It is written in paragraph form.

figures of speech – Also known as figurative language, it creates figures (pictures) in the mind of the reader or listener. These pictures help convey the meaning faster

and more vividly than words alone. We use figures of speech in <figurative language= to add colour and interest, and to awaken the imagination. Figurative language is everywhere, from classical works like Shakespeare or the Bible, to everyday speech, pop music and television commercials. It makes the reader or listener use their imagination and understand much more than the plain words. Figurative language is the opposite of literal language. Literal language means exactly what is says. Figurative language means something different to (and usually more than) what it says on the surface.

literary convention – defining features of a particular genre such as a novel, a short story, or a play.

SENIOR HIGH SCHOOL – ACADEMIC TRACK

literary elements – refers to particular identifiable characteristics of a whole text. They are not <used=, per se, by authors; they represent the elements of storytelling

which are common to all literary and narrative forms. For example, every story has a theme, every story has a setting, every story has a conflict, every story is written from a particular point of view, etc. In order to be discussed legitimately as part of a textual analysis, literary elements must be specifically identified for that particular text.

literary genre – A category of literary composition determined by literary technique, tone, content, or even (as in the case of fiction) length. The distinctions among

genres and categories are flexible and loosely defined, often with subgroups. The most general genres in literature are (in loose chronological order) epic, tragedy, comedy, and creative nonfiction. They can all be in the form of prose or poetry. Additionally, a genre such as satire, allegory or pastoral might appear in any of the above, not only as a sub-genre, but as a mixture of genres. Finally, they are defined by the general cultural movement of the historical period in which they were composed. Genre should not be confused with age categories, by which literature may be classified as either adult, young adult, or children’s. They also must not be confused with format, such as graphic novel or picture book.

literary techniques – refers to any specific, deliberate constructions or choices of language which an author uses to convey meaning in a particular way. An author’s

use of a literary technique usually occurs with a single word or phrase, or a particular group of words or phrases, at one single point in a text. Unlike literary elements, literary techniques are not necessarily present in every text; they represent deliberate, conscious choices by individual authors.

peer critique – or peer review, the practice of writers to review and provide constructive criticism of each other’s works.

personal narrative – a narrative essay about a true story of something that happened to someone, usually told to illustrate an insight; is based on autobiographical

events.

plot – the arrangement of events that form the story in a novel, movie, etc.

point of view – the perspective from which the reader sees or hears what’s going on in the text as provided by a <lens= through which a narrative is told.

reflective or reflection essay - a form of writing that examines and observes the progress and meaning of a writer’s individual experiences like a journal about the

thoughts on a certain topic.

reportage – a kind of literary journalism that reports on an event, history or an actual case based on direct observation, investigation or thorough research and

documentation.

scene – a dramatic presentation of events which involves good description, character, and dialogue.

setting – the geographic location and time period in which a story takes place.

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

symbolism – is the use of animals, elements, things, place or colors to represent other things.

SENIOR HIGH SCHOOL – ACADEMIC TRACK

CODE BOOK LEGEND

SAMPLE CODE: HUMSS_CNF11/12-Ie-f-

LEGEND SAMPLE

First Entry

Track/ Strand Humanities and Social Sciences Strand

HUMSS_CNF

11/

underscore_

Track/ Strand Subject Creative Nonfiction: The Literary Essay

Grade Level 11/

-

Roman Numeral *Zero if no specific quarter Quarter First Quarter I

Lowercase Letter *Put a hyphen (-) in between letters to indicate more than a specific week

Week Week five to six e-f

-

Arabic Number Competency

Evaluate the relationship of creative and nonfictional elements of the texts

11

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Creative-Nonfiction - Curriculum Guide

Course: social science

6 Documents
Students shared 6 documents in this course

University: Studocu University - USA

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K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – ACADEMIC TRACK
K to 12 Senior High School Humanities and Social Sciences Strand – Creative Nonfiction February 2014 Page 1 of 7
Grade: 11/12 No. of Hours: 80 hours
Subject Title: Creative Nonfiction Pre-requisite: Creative Writing (CW/MP)
Subject Description: Focusing on formal elements and writing techniques, including autobiography and blogging, among others, the subject introduces the students
to the reading and writing of Creative Nonfiction as a literary form. The subject develops in students skills in reading, and thinking critically and creatively, that will help
them to be imaginative readers and writers.
CONTENT
CONTENT STANDARD
PERFORMANCE
STANDARD
LEARNING COMPETENCY
CODE
Quarter I
A. Introduction to Literary
Genres
1. Understanding
Conventions of
Traditional Genres
a. Fiction
b. Poetry
c. Drama
d. Other forms
2. Identifying Elements of
the different Genres
3. Using Elements as
Techniques to develop
Themes
16 hours (4 weeks)
The learner understands
the literary conventions
that govern the different
genres. (e.g., narrative
convention of fiction, etc.)
The learner clearly and
coherently uses a
chosen element
conventionally
identified with a genre
for a written output
1. Identify dominant literary conventions of
a particular genre
HUMSS_CNF11/12-Ia-1
2. Compare and contrast how the elements
are used in the different genres
HUMSS_CNF11/12-Ia-2
3. Analyze and interpret the theme and
techniques used in a particular text
HUMSS_CNF11/12-Ia-3
4. Create samples of the different literary
elements based on one’s experience
(e.g.
metaphor
to describe an emotion)
HUMSS_CNF11/12-Ib-d-4
5. Write a draft of a short piece using any
of the literary conventions of genre
following these pointers:
a. Choosing a topic
b. Formulating a thesis statement
c. Organizing and developing ideas
d. Using any literary conventions of a
genre
e. Ensuring that theme and technique
are effectively developed
HUMSS_CNF11/12-Ib-d-5
6. Peer-edit each other’s draft based on
a. clarity of idea
b. appropriate choice of literary
element
c. appropriate use of the element
d. effective combination of the idea
and the chosen literary element
HUMSS_CNF11/12-Ib-d-6
7. Revise the draft of a short piece using
any of the literary conventions of a
genre (e.g.
plot
for narrative piece)
HUMSS_CNF11/12-Ib-d-7

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